ERIC ED435775: The Superintendents' and Deans' Summit on Transformation and Collaboration for Student Success (April 22-23, 1997). Summary Report.

17 Pages·1999·0.28 MB·English

by  ERIC

DOCUMENT RESUME
UD 033 179
ED 435 775
The Superintendents' and Deans' Summit on Transformation and
TITLE
Collaboration for Student.. Success (April 22-23, 1997).
Summary Report.
Mid-Atlantic Lab. for Student Success, Philadelphia, PA.
INSTITUTION
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
1999-00-00
PUB DATE
Mid-Atlantic Network
16p.; "A summary report issued by the
NOTE
of Superintendents and Deans."
Collected Works - Proceedings (021)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
*Academic Achievement; Administrators; *College School
DESCRIPTORS
Cooperation; *Educational Change; Educational Policy;
Elementary Secondary Education; Faculty Development; Higher
Preservice
Education; Knowledge Base for Teaching; Leaders;
Teacher Education; Public Schools; Teachers
ABSTRACT
This publication provides an overview of the proceedings of
and Collaboration
the Superintendents' and Deans' Summit on Transformation
Summit was to develop a
for Student Success. The overarching goal of the
of field-based
formal mechanism for forging the professional expertise
Participants
practitioners and college level professional education programs.
education and arts
included school superintendents and deans of colleges of
and administrators from
and sciences in the mid-Atlantic region; policymakers
region; and members of the
state_ departments of education in the mid-Atlantic
"Introduction" (Margaret
U.S. Department of Education. There papers are:
(1)
"Developing a Plan of Action: A Summary of
C. Wang) reviewing the issue;
(2)
outlining major topics of
Key Observations and Next-Step Recommendations"
discussion and specific next-step plans on policy and professional
Summit
development issues and implementation concerns generated by
"Managing Change" (Michael Fullan) providing a summary of
participants;
(3)
(4) "Teachers for the 21st Century"(Stephen L.
the Summit's keynote address;
in the 21st
Sokolow) examining the knowledge base for teacher preparation
Administrators for the
century; and (5) "Shattering the Status Quo: Preparing
strategies for preparing
Future" (John A. DeFlaminis) outlining specific
administrators for the next millennium.
(SM)
Reproductions supplied by EDRS
are the best that can be made
from the original document.
The Superintendents'
and Deans' St-nrnit on
SFORMATII N AND
FOR
0 AT11
COL
'TINDEitiT S CCESS
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
A summary report issued by the
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
MID-ATLANTIC
NETWORK OF
received from the person or organization
originating it.
SUPERINTENDENTS AND DEANS
Minor changes have been made to
improve reproduction quality.
sponsored by the
Points of view or opinions stated in this
SUCCESS
document do not necessarily represent
LABORATORY FOR STUDENT
official OERI position or policy.
The Mid-Atlantic Regional Educational Laboratory
at Temple University Center for Research in
Humair Development and Education
2
BESTCOPY AVAILABLE
© Temple University Center for Research in Human Development and Education
The publication of this report was supported in part by the Office of Educational Research and Improvement .
(OEM) of the U.S. Department of Education through a contract to the Mid- Atlantic Laboratory for Student
Success (LSS) established at the Temple University Center for Research in Human Development and Educa7
tion (CRHDE), and in part by CRHDE. The opinions expressed do not necessarily reflect the position of the
supporting agencies, and no official endorsement should be inferred.
Margaret C. Wang
Professor and Executive Director
Temple University Center for Research in Human Development and Education
is widely recognized that advances in research and
practical knowledge can contribute in important ways to the current call for high standards in student achieve-
ment and the forging of a closer alignment of the curriculum of teacher preparation programs and the reform
needs of schools. Creating linkages between universities and school districts to mobilize the expertise of
teacher educators and field-based professionals is central to forging and sustaining advances of standard-
driven reform to achieve educational success of the increasingly diverse student populations schools today are
challenged to serve. Furthermore, implementation success requires a plan of action that outlines specific ways
to achieve closer alignment of the training of educational professionals at the university level and the content
knowledge and pedagogical expertise required for successful implementation of systemic school reform. It is
toward achieving this vision of success that the "Superintendents' and Deans' Summit on Transformation and
Collaboration for Student Success" was conceived.
Plan of Action," major topics of discussion at the
The Summit was sponsored by the Temple Univer-
Summit are outlined and specific next-step plans on
sity Center for Research in Human Development and
policy and professional development issues and
Education (CRHDE) in celebration of its 10th anni-
versary, in collaboration with the Mid-Atlantic
implementation concerns generated by Summit par-
Network of Superintendents and the Laboratory
ticipants are discussed. The second article provides a
for Student Success, the mid-Atlantic Regional
summary of the Summit's keynote address on "Man-
aging Change" by Dr. Michael Ful lan, Dean of the
Educational Laboratory. The overarching goal of the
Faculty of Education at the University of Toronto.
Summit was the development of a formal mechanism
for forging the professional expertise of field-based The third article by Dr. Stephen L. Sokolow, Super-
intendent of the Upper Freehold Regional School
practitioners and college-level professional education
District in Allentown, NJ, provides an overview of
programs. Participants included school superinten-
dents and deans of colleges of education and arts and
the knowledge base for teacher preparation in the 21st
century in "Teachers for the 21st Century." In the
sciences in the mid-Atlantic region; policymakers and
administrators from state departments of education
fmal article titled "Shattering the Status Quo: Prepar-
ing Administrators for the Future," Dr. John A.
in the mid-Atlantic region; and members of the U.S.
Department of Education.
DeFlaminis, Superintendent of the Radnor Township
School District in Wayne, PA, outlines specific
strategies for preparing administrators for the next
This publication provides an overview of the proceed-
millennium.
ings of the Summit. In the first article, "Developing a
PL N OF ACT! PC
EL PG
C-i
Y OF KEY 0 SERV TIONS
A SUM
EXT-STEP
ECt
A ED
EN xrAT9ONS
P
articipants devoted much of the Summit to working
in four groups developing next-step action plans focusing on the following topical areas:
Professional Development of Educational Leadership
Professional Preparation of Teachers
Organizing the Mid-Atlantic Network of Superintendents and Deans
Emerging Issues: State Policy and Regional Implementation Concerns
Topics of discussion and next-step tasks recommended by the participants are summarized below.
SHARED NEEDS
Participants also agreed that teacher preparation sys-
Summit participants expressed a strong need to
tems should focus on diversity so that new teachers
establish more effective communication between
are able to gain experience in multiple settings, and
institutions of higher education and the public schools
that continuous development of models for all levels
regarding mutual needs. In addressing the need for
of teachers should occur. In addition, reform in teacher
developing a formal mechanism for communication
preparation programs should target both preservice
and collaboration across the mid-Atlantic region
and inservice teachers based on the understanding that
between superintendents and deans, participants
learning is a continuous process. Participants also
emphasized the importance of establishing an orga-
acknowledged that setting standards for models of
nizational framework that forges an increased capac-
reform is an essential step in building an education
ity for public school systems and universities for: (a)
market for quality in the next millennium.
sharing information; (b) exchanging valuable exper-
NEXT-STEP TASKS
tise; and (c) facilitating collaboration of projects of
mutual interest.
Summit participants noted that much of the collabo-
ration across the region suffers from a lack of speci-
Summit participants further pointed out that current
ficity and clarity as to shared goals and alignment of
models of teacher preparation have failed to provide
the professional expertise of practitioners in the field
a broad knowledge base which focuses on local school
and those in preservice and inservice education pro-
improvement needs and issues concerning the
grams. It was agreed that a plan of action be devel-
connection of the curriculum of the schools and the
oped to: (a) forge closer alignment of the training of
economic advances of the region and nation.
education leaders at the university level and the
2
knowledge-based reform needs of the schools; and
Deans to provide opportunities for networking
(b) maintain a formalized process to keep communi-
and engaging in collaborative projects.
cation flowing between deans and university facul-
Reform teacher preparation programs to improve
ties and field-based professionals.
overall teacher quality by moving students out
into the field earlier and more frequently in their
programs through substitute teaching or
Toward this end, Summit participants developed and
recommended specific next-step tasks at the Summit.
mentoring programs.
These next-step action items include the following:
Include external agencies (e.g., social services)
Develop a mechanism to recruit and encourage
in student teaching programs to increase the over-
potential leaders in education through the devel-
all effectiveness of the student teaching experi-
opment and modeling of field-based, university-
ence through an increase in the length and depth
sponsored activities, the identification of leader
of field experiences.
Establish a collaborative teams approach to
mentors, the training of Boards of Education in
leadership skills, and the integration of a leader-
teacher preparation by setting up mentoring pro-
grams early in the teacher preparation curricu-
ship component into the curriculum.
lum and creating collaborative teams between
Utilize the resources of the Laboratory for Stu-
dent Success to bridge the gap in communica-
higher education staff and school district person-
nel, preservice professionals, and exemplary
tion between university, school, business, state,
and professional organizations and to approach
inservice professionals.
Create a database of information on public
and encourage businesses to include universities
and schools in their training programs.
schools in the mid-Atlantic region that could be
Organize the Mid-Atlantic Network of Superin-
queried in efforts to develop effective models that
tendents and Deans in developing a strategic
work (e.g., develop a database on funding for-
mechanism to share critical information,
mulas that could be queried about key policy
exchange valuable expertise, and facilitate the
issues to determine outcomes).
collaboration on projects of mutual interest
Sponsor journalism interns at regional universi-
between superintendents and deans in the mid-
ties to serve as contacts with the media and with
Atlantic region.
universities across the mid-Atlantic region.
Convene a planning committee to identify top-
Conduct program evaluation training and pro-
ics of mutual interest to deans and superinten-
gram effectiveness audits to provide information
dents to further develop the goals of the
on what works and what doesn't.
Mid-Atlantic Network of Superintendents and
Summit participants expressed a strong
need to establish more effective commu-
nication between institutions of higher
education and the public schools regard-
ing mutual needs.
6
CH=ft..MST,
Dr. Michael Fullan
Dean of the Faculty of Education
University of Toronto
here are four key strands in managing change: (a) the
change process, (b) the culture of the school, (c) teacher development, and (d) school/outside. In addressing
the complexity of change in improving teaching and student learning, the following must be recognized in
order to successfully plan, implement, and institutionalize the change process:
school district, focusing in particular on the profes-
There is no single model for effective change in
sional community and pedagogical practice. While
teacher education reform.
it may be desirable to work on retiming (redesigning
Conflict, diversity, and resistance are essential
how time is used for both students and teachers) and
components to the success of the change process;
restructuring along with reculturing, it is essential that
it is only by focusing on difficulties and solving
reculturing be the driver. There are too many examples
them, viewing diversity as a positive force in the
that place restructuring first which have failed to
change process, and capturing objections more
result in any changes in teaching and learning.
constructively that new breakthroughs occur in
teacher education reform.
The single most important factor related to
Of particular importance is reculturing in both the
professional community (how teachers can work
successful change is whether relationships
together) and pedagogical practice (how to improve
improve.
instruction that impacts student learning). Strategies
Since the change process is an emotional roller
coaster, we need to examine how theories
that have been used to effectively reculture schools
of change build in and emphasize the role of
and school districts include:
If we give up hope and mismanage
making reculturing a priority area in the school
emotion.
emotions, the change process will not be a
change agenda;
providing team training in school culture;
success.
examining criteria of selection and promotion;
The role of vision in the change process needs to
focusing on supervision and evaluation;
be viewed objectively and even skeptically; the
developing effective school improvement
same vision must be shared by all participants in
plans;
the change process and must have depth in order
focusing on teaming, peer coaching, mentoring,
for successful change to occur.
study groups, and action research;
promoting collaboration while allowing for
There are three key strategies for successful school
diversity;
improvement: restructuring, reculturing, and retiming.
School improvement efforts should begin with
forming partnerships and/or networks;
monitoring, measuring, and discussing.
reculturing the education profession and the school/
4
There are several reform strategies for faculties of
In further discussing ways to manage change in school
improvement efforts, successful partnerships between
schools of education, including: faculty renewal; part-
schools/school districts and universities play an
nerships; program innovation "followed" by planning
important role in effective school change efforts.
(i.e., the "ready, fire, aim" strategic planning process,
Forging successful school/university connections
which promotes the notion that action provides the
includes the following key components:
ideas about what works and doesn't work); focus on
research; making reculturing explicit; looking for
focusing on garnering knowledge from research
value-added opportunities; and relationships to the
and practice;
gleaning information through evaluation and
central university.
internal inquiry;
providing a network or framework for others to
While no single strategy exists within the faculties of
schools of education since each faculty has its own
become involved;
history, there are a number of common themes. It is
rethinking the much-broadened role of the teacher
clear that one powerful forward step consists of
in education;
emphasizing collaboration, partnership, and
universities and schools/districts forming partnerships
in which new cultures and programs are developed
teaming to achieve mutual goals.
affecting both schools of education and schools.
There are three key strategies for suc-
cessful school improvement: restructur-
ing, reculturing, and retiming. School
improvement efforts should begin with
reculturing the education profession and
the school/school district, focusing in
particular on the professional community
and pedagogical practice.
5
'TEACHERS FOR THE 2, ST CENTURY
Dr. Stephen L. Sokolow
Superintendent
Upper Freehold Regional School District, Allentown, NJ
ublic education is increasingly under societal pres-
sure not merely to reform itself but to literally transform itself and our system of schooling. Dramatic change
is under way in both the functions and form of schooling. Changes in technology, economics, demography,
family structure, and the workplace all impact on our schools, both with respect to the demands placed on
them and their capacity for meeting those demands. These changes, coupled with concomitant changes in
curricular content, performance standards, and cognitive science, all impact on what teachers need to know
and do to be successful with their students. Even the basic role of the teacher as we know it is undergoing a
dramatic transformation from that of imparting knowledge to that of guiding the process by which students
acquire and apply knowledge. While certainly over simplified, the essence of this transformation has been
captured by the popular aphorism that depicts a teacher's role as changing from being "the sage on the stage,"
to instead being "the guide on the side."
For reflection and reactk9n I offer the following an-
ers must know how to design, implement, and assess
notated list of current trends and the new knowledge
active learning activities for their students. For a
base necessary for tomorrow's teachers.
It is not
variety of reasons, not the least of which is living in a
meant to be exhaustive but rather representative in
media age, students are bored with school. Teachers
scope:
must learn how to engage the learners actively in the
learning process. If students are to become indepen-
TECHNOLOGY. I believe that within a decade some-
dent, self-directed learners, then teachers must lead
where between 20% and 40% of schooling will be
the way both by example and through the learning
technology-based. Teachers must have a working
experiences they create.
knowledge of electronic mail, the Internet, and "tools"
such as word processing, databases, and spreadsheets.
COOPERATIVE LEARNING. Business leaders have
They must know how to use multimedia software such
been very clear in telling us how important it is for
as HyperStudio©. But even more important than
students to learn to work well in groups and develop
basic technological literacy, teachers must learn how
high-level interpersonal skills. Teachers must know
to utilize technology to reach specific learning out-
how to design, implement, and assess group learning
comes and truly individualize the learning process
activities. When should students work in pairs, tri-
through the integrated use of technology.
ads, and groups of various sizes? How should groups
be selected, what are the roles of the various mem-
ACTIVE LEARNING. We have known about the
bers, how will work be assessed, what learning
importance of learning by doing since Dewey. Teach-
activities are most suitable for groups? These are just
AUTHENTIC LEARNING AND ASSESSMENT.
a sampling of the issues that reflect the knowledge
base teachers must have.
Current efforts are under way to make learning more
relevant, interesting, and meaningful to students.
MULTIPLE INTELLIGENCES.
We have learned
Authentic learning mirrors adult productivity where
from Howard Gardner and others that human intelli-
the acquisition of knowledge and skills, as well as
gence is multidimensional. We now know that intel-
related decision-making activities and standards for
ligences are not fixed, that they can be enhanced or
competency or success, are related to some useful
diminished. How can teachers design learning
outcome. Service learning programs, business part-
activities to enhance intelligences? How can teach-
nerships, and programs that use the community itself
ers address, accommodate, and engage the multiple
as a learning site all provide opportunities for authentic
learning experiences. Teachers must know how to
intelligences of their students?
design and implement authentic learning activities and
LEARNING STYLES. We know that our students
facilitate the extension of traditional classroom bound-
have different learning styles and optimal modes for
aries into the community and business world. Teach-
ers must know how to use various approaches to
learning. Learning theorists have described various
frameworks for these styles. The frameworks vary
authentic assessment such as rubrics, portfolios, elec-
from simple to complex. The simplest schema char-
tronic portfolios, and student exhibitions.
acterizes a person's dominant learning style as being
CRITICAL THINKING AND PROBLEM SOLVING.
visual, auditory, or kinesthetic. How can teachers
design, implement, and assess learning activities that
Changes in society and workforce requirements have
created an imperative to further develop the critical
reflect and take full advantage of this body of knowl-
edge? It has been estimated that about 40% of our
thinking and problem solving capabilities of all stu-
students are kinesthetic learners. They are not suc-
dents. Given the explosion of information and the
ceeding because our teaching practices do not address
potential to access and retrieve information with com-
puters, students must learn how to decide which
the way these students learn.
,
information is relevant and applicable to assigned
INTERDISCIPLINARY INSTRUCTION. It is becom-
learning tasks. Furthermore, they must be taught how
to apply and use their knowledge to solve problems
ing increasingly apparent that teaching each academic
content area separately promotes fragmentation rather
of increasing complexity. While there is widespread
than integration of knowledge. The real world is
consensus about this need, little has been done to teach
interconnected and interrelated but schooling, for the
teachers how to think critically and be problem-solv-
ing role models. Teachers must be taught how to
most part, perpetuates a world view that knowledge
is partitioned into discrete academic content areas.
create learning activities that will develop the critical
thinking and problem solving capabilities of their
Integrated language arts programs, humanities courses
that blend English, history, and the arts, thematic learn-
students.
ing units, problem-based and project-based learning
units, as well as many simulations are examples of
BRAIN-COMPATIBLE LEARNING. During the past
the current trends to reframe teaching and learning.
decade there has been a veritable explosion in knowl-
New teachers must know how to plan, implement,
edge about the human brain. Books and articles based
and assess instruction from an interdisciplinary per-
on the latest research are being published at a prolific
spective. The way we certify secondary teachers must
rate. The implications of this research for teaching,
also be revised to facilitate and support such a shift.
learning, and schooling are profound. Some of these
' 1O